大众传媒文化情境下高校图书馆的导向作用

大众传媒已成为大学生生活、学习、交往中不可缺少的部分,它会对大学生产生多方面的影响。当今,高等院校图书馆在其建设与管理工作中,应该正视这一现象,并做好教育与引导工作,使得积极影响扩充巩固,消极影响减少消除。因此,怎样在这个瞬息万变的大众传媒时代,通过高校图书馆的导向作用,使大学生面对数字化信息能明辨是非,促进自我成才是一个值得探讨的话题。     

Utilizing a Simulation Exercise to Illustrate Critical Inventory Management Concepts

Most undergraduate business students simply do not appreciate the elegant mathematical beauty of inventory models. So how does an instructor capture students’ interest and keep them engaged in the learning process when teaching inventory management concepts? This paper describes a competitive and energizing in‐class simulation game that introduces students to basic inventory management concepts. This hands‐on, active‐learning exercise presents students with a simulated single‐product inventory environment that requires them to make ordering decisions in an attempt to minimize the total relevant inventory costs in the face of variable demand.     

浅谈案例教学在旅游公共关系教学中的运用

旅游公共关系课程教学内容丰富,为实施案例教学创造了条件.本文认为案例教学有助于提高学生学习的参与性,增强学生对知识点的记忆和理解,锻炼和提高学生的独立思考能力、创新能力和综合实践的能力.针对目前旅游公共关系课程中案例教学中存在的问题,文章提出了建议和对策.     

“So,we kind of started from scratch,no pun intended”: What can students learn from designing games?

Much research attention has been focused on learning through game playing. However, very little has been focused on student learning through game making, especially in science. Moreover, none of the studies on learning through making games has presented an account of how students engage in the process of game design in real time. The present study seeks to address that gap. We report an exploratory embedded case study in which three groups of students in one classroom created a computer game designed to teach peers about climate science, while drawing on scientific knowledge, principles of game design, and computational thinking practices. Data sources were student design sheets, computer video, and audio screen capture while students created their game, and interviews after completing the curriculum unit. A theme-driven framework was used to code the data. A curricular emphasis on systems across climate systems, game design, and computational thinking practices provided a context designed to synergistically supported student learning. This embedded case study provides a rich example of what a collaborative game design task in a constructionist context looks like in a middle school science classroom, and how it supports student learning. Game design in a constructionist learning environment that emphasized learning through building a game allowed students to choose their pathways through the learning experience and resulted in learning for all despite various levels of programming experience. Our findings suggest that game design may be a promising context for supporting student learning in STEM disciplines.     

Critical Evaluation on Games as a Classroom Activity in EFL Learning Context

Game is a double-edged sword.Though games can definitely arouse students' interests of learning and make students active and enthusiastic in EFL classroom, it is challenging for teachers to manage the games and achieve expected teaching objectives.     

Teaching Supply Chain Management Complexities: A SCOR Model Based Classroom Simulation

The SCOR (Supply Chain Operations Reference) Model Supply Chain Classroom Simulation is an in‐class experiential learning activity that helps students develop a holistic understanding of the processes and challenges of supply chain management. The simulation has broader learning objectives than other supply chain related activities such as the Beer Game. Competing supply chains work to produce and sell two products, each experiencing differential demand. Seasonal demand, time delays, quality defects, and disruptions offer complexities that are part of actual supply chain management. The behavioral dynamics of collaboration between various functional nodes is illustrated through students’ interactions as they try to achieve their role's objectives. Through their decisions and actions, students develop a practical understanding of the processes and complexities of supply chain management. The classroom simulation actively engages students, and has been used successfully in multiple courses at the undergraduate and graduate levels at multiple universities and by a major corporation during a manager training session. Assessments indicate that the simulation is an effective experiential learning activity. While it offers learning outcome flexibility, common debrief themes are SCOR model processes, supply chain relationships, information flow, seasonal demand, quality defects, reverse logistics, and supply chain disruptions.     

“Instructional disobedience”: a largely neglected phenomenon deserving more systematic research attention

Education is characterized by at least the following features: (a) it offers learning environments that help students to achieve preset goals, (b) it induces learners to engage in relevant learning tasks, and (c) it offers support while learners execute learning tasks. Offering learning environments builds on the assumption that learners will actually engage in the learning tasks and use the support provided. There is, however, growing evidence, that in a lot of cases students do not comply with that assumption. By not engaging as expected in the learning tasks and/or by not (adequately) using the support, learners reveal the phenomenon of what could be called—at least from the perspective of the (designer of the) learning environment—‘instructional disobedience’. ‘Instructional disobedience’ occurs when learners do not act as expected from them in a learning environment. While the literature has already referred to faulty assumptions and specified conditions for the effectiveness of instructional interventions, it seems the phenomenon of instructional disobedience has not yet attracted systematic research attention. In this contribution, we want therefore further unravel the nature and relevance of the phenomenon. This is done by analyzing the occurrence of instructional disobedience, possible explanations and ways to deal with it. As a start we illustrate the phenomenon by providing some examples.

     

“指导发现法”在英语教学中的应用

“指导发现法”是由教师设计、定向指导,让学生自己实验、观察、分析、假设和论证,并从中发现规律和建立概念的一种方法。根据英语教学改革提出的时代要求,文章对“指导发现法”的理论基础、特点、在英语教学中的实践以及教学时应注意的问题进行探讨,以提高英语课堂教学效果和学生学习效能。     

对强化式英语学习模式的思考

强化学习模式在我国社会力量办学中普遍存在,这种教学模式在一些大专院校也有所尝试,但是强化式英语学习的效果如何还未见相关的研究报道。本文以强化式英语学习模式中的学习者为着眼点对强化式英语学习对学生学习效果的影响进行了研究。研究表明在强化式英语学习模式下学生的学习成绩明显优于正常模式下学生的学习成绩,这说明强化环境有利于提高学习效果。     

Inferring Student Learning Behaviour from Website Interactions: A Usage Analysis

Web-based learning environments are now used extensively as integral components of course delivery in tertiary education. To provide an effective learning environment, it is important that educators understand how these environments are used by their students. In conventional teaching environments educators are able to obtain feedback on student learning experiences in face-to-face interactions with their students, enabling continual evaluation of their teaching programs. However, when students work in electronic environments, this informal monitoring is not possible; educators must look for other ways to attain this information. Capturing and recording student interactions with a website provides a rich source of information from data that is gathered unobtrusively. The aim of this study was firstly to explore what information can be gained from analysing student interactions with Web-based learning environments and secondly to determine the value of this process in providing information about student learning behaviours and learning outcomes. This study has provided critical information to educators about the learning behaviour of their students, informing future enhancements and developments to a courseware website and the teaching program it supports.     

引导大学生重视课堂学习的探索

课堂学习仍是现阶段大学生获取知识的重要途径,是高校育人的重要组成部分。随着社会的不断进步及多元化文化的冲击,出现了大学生不重视课堂学习的现象,这直接影响到学生知识水平和综合素质的提升,以及高校的育人环境,同时对教师的教学积极性也有不同程度的挫伤。文章旨在通过对现阶段大学生不重视课堂学习的原因进行剖析,探索出能够合理引导大学生回归课堂学习的途径,进而提高学生参与课堂学习的积极性。这既有助于提升学生课堂学习的效果,同时也有助于建立更为和谐的师生关系。     

Computer Technology in an Authentic Science Project

Summary

While a constructivist approach to the integration of technology in the science curriculum can enable teachers to educate students on the cyclical nature of the research process and interrelate various scientific concepts, there are several considerations for educators must take to assure that it is done effectively. The authors provide a review of a project that was designed and implemented for high school science students that integrated the use of technology in a constructivist environment. This review summarizes the strengths and limitations of the project and provides educators with further considerations when implementing such a project. As educators become more familiar with what is required to successfully integrate technology in a constructivist environment, the limitations and obstacles that may be encountered can be limited. More research devoted to the use of computer technology to teach science process skills will bring teachers and students closer to harnessing the potential powers of both project-based learning strategies and the computer environment.     

高职院校学生学习困境及其纾解策略

通过对现有研究成果的分析与实证调查发现,高职院校学生学习存在诸多问题,具体表现为:学生整体学习情况欠佳,学习结果处于一般水平;学生的学习投入无法催生自信与认同,学业倦怠现象较为严重,且受群体影响较大;学生多进行表层学习,学校、家庭等形成的教育环境尚未形成足够支持。基于此,提出深度参与学习的理念,具体包括引导学生深度介入学习目标的确立、学习过程的设计与学习结果的评价。     

硕士研究生消极避学成因解读——基于生命非连续性进程的视点

硕士研究生学业荒废的背后是主体消极行为状态对其积极学习心向的背离,用消极避学取代厌学来界定这一现象,能反映出隐藏在硕士研究生心灵深处的冲突。生命的非连续进程揭示出,人的生活更多地由于习性和疲劳而被损耗,由此陷入非其存在本意的退化状态。生命进程的非连续性为解读硕士研究生的消极避学现象提供了新的向度,通过对主体经受的危机和遭遇的分析,挖掘出这个群体在陷入非其存在本意的消极避学过程中人生诉求的迷失以及角色转换的困境。     

Making learning whole: an instructional approach for mediating the practices of authentic science inquiries

This design experiment aimed to answer the question of how to mediate the practices of authentic science inquiries in primary education. An instructional approach based on activity theory was designed and carried out with multi-age students in a small village school. An open-ended learning task was offered to the older students. Their task was to design and implement instruction about the Ice Age to their younger fellows. The objective was collaborative learning among students, the teacher, and outside domain experts. Mobile phones and GPS technologies were applied as the main technological mediators in the learning process. Technology provided an opportunity to expand the learning environment outside the classroom, including the natural environment. Empirically, the goal was to answer the following questions: What kind of learning project emerged? How did the students’ knowledge develop? What kinds of science learning processes, activities, and practices were represented? Multiple and parallel data were collected to achieve this aim. The data analysis revealed that the learning project both challenged the students to develop explanations for the phenomena and generated high quality conceptual and physical models in question. During the learning project, the roles of the community members were shaped, mixed, and integrated. The teacher also repeatedly evaluated and adjusted her behavior. The confidence of the learners in their abilities raised the quality of their learning outcomes. The findings showed that this instructional approach can not only mediate the kind of authentic practices that scientists apply but also make learning more holistic than it has been. Thus, it can be concluded that nature of the task, the tool-integrated collaborative inquiries in the natural environment, and the multiage setting can make learning whole.     

No student left behind: a collaborative and competitive game-based learning environment to reduce the achievement gap of EFL students in Taiwan

How to close the achievement gap in the classroom so that no student is left behind becomes one of the most important issues nowadays. This study aims to construct a collaborative and competitive game-based learning environment to improve English proficiencies and reduce the achievement gap for disadvantaged students. The Wireless Crossword Fan-Tan Game (WiCFG) system was implemented to provide teachers with an innovative approach to guide students’ learning through a positive involvement with the uses of tablet PCs. The experiment was conducted in an elementary school in Taiwan to investigate whether this approach would facilitate students’ learning effectiveness and interactions. Thirty sixth-grade students were randomly assigned into a control group and an experimental group. Both qualitative and quantitative data were collected from surveys, interviews, observations and video-recordings. The results indicate that integration of the WiCFG system in the collaborative and competitive game-based learning environment leads students to a better interaction between different levels of students. This innovative approach might have the potential to close the achievement gap for disadvantaged students. Moreover, some principles of the classroom strategy are suggested as guidelines.     

协商对英语课堂教学的一些启示

协商与英语教学紧密联系,师生,也包括生生在协商过程中会产生一种合乎英语教学规律与特点的教学模式,课堂中师生或生生之间的关系是教学过程必不可少的软环境,其中各组成部分(教师,学生,任务,大环境)应处于一种协商式的动态平衡。从认知角度,情感角度以及社会交往方面分析协商对英语课堂教学的重要意义,并提出一些可行建议和意见。然而这种模式下教师将承担更多角色,同时面临更大的挑战。     

Adjusting claims as new evidence emerges: Do students incorporate new evidence into their scientific explanations?

Constructing explanations of complex phenomena is an important part of doing science and it is also an important component of learning science. Students need opportunities to make claims based on available evidence and then use science concepts to justify why evidence supports the claim. But what happens when new evidence emerges for the same phenomenon? The “claim” portion of the claim, evidence, and reasoning explanation framework is viewed as the most accessible to students. When new evidence suggests that students adjust their current thinking however, do students incorporate this new information and modify their claims? This research utilized a time series research design to explore how students modify their claim over four iterations of one explanation, termed an evolving explanation. As new data were collected and analyzed to provide additional evidence, students needed to evaluate their current claim to see if it took into account all available evidence. This research explores that process including the supports that the teacher provided and the challenges that students faced in developing one claim, over time. The findings indicate that many students face challenges adjusting their claims when new, conflicting evidence emerges, even with class discussion, teacher feedback, and written scaffolds. Several possible reasons exist to account for this challenge. Students may (1) ignore new evidence, (2) find “undoing” their initial idea too cognitively demanding, or (3) simply not have any similar experience from which to build. Providing students with experiences of writing evolving explanations reflects what scientists do, while simultaneously preparing students to become more scientifically proficient.     

Caesars and Rubicon: the hesitations of French policymakers in identifying a Third Way in education and training

This paper examines the decisions made by French policymakers at a time when France was uncertain about which option to take. The purpose is to follow how actors chart their own course in an environment with plural justifications and how they mobilise resources in several spheres to set up ever‐changing networks. The investigation will bear on all levels of education, including lifelong learning as France has adopted this European recommendation. The analysis will be divided into three parts after an overview of Third Way opportunities in France over the whole period considered. The false continuation between the focus on localism and the autonomy of schools will first be explored. The second part will address the true break with the school model of the first modernity: the ideal of equal opportunities, public confidence in the state, and separation between schooling and common social life. In a third part, the analysis will be focused on the current difficulties faced by policymakers to make decisions in an environment with plural justifications.     

师范院校英语学生英语学习策略实证研究

试以师范院校英语专业学生为研究对象,采用问卷法对学生学习英语的策略进行了为时一年的跟踪调查。调查结果显示,学生在学习英语的过程中运用学习策略存在不平衡的现象;调查结果还表明,学生学习策略的使用频率与学习成效存在正相关关系。